PLANTAS MEDICINAIS NO ENSINO DE CIÊNCIAS: INTERDISCIPLINARIDADE, ENGAJAMENTO E BEM-ESTAR EM COMUNIDADES DE APRENDIZAGENS

Abstract

The general objective of this study was to analyze the potential, contradictions, and arguments related to well-being in the approach to medicinal plants in Science Education, from an interdisciplinary perspective. This perspective is based on authors such as Hilton Japiassu, Ivani Fazenda, Paulo Freire, and bell hooks. The hypothesis is that the inclusion of interdisciplinary proposals involving medicinal plants can broaden the learning of scientific knowledge, as well as favor student engagement and the promotion of well-being, especially when articulated with the appreciation of popular and traditional knowledge. Methodologically, this is a qualitative, bibliographical research, developed through a systematic literature review, with searches carried out in the SciELO database and the CAPES Catalog of Theses and Dissertations, using the descriptors "Medicinal Plants" and "Science Education". The investigation was organized in three stages: survey and selection of productions; analysis of studies with an interdisciplinary approach; and dialogical thematic analysis regarding well-being, engagement, and the formation of learning communities. The results indicated 22 initially identified productions, of which five presented explicit articulation with interdisciplinarity as advocated by Japiassu and Fazenda. It was evident that interdisciplinary proposals favor dialogue between scientific and popular knowledge, active student participation, contextualization of content, and overcoming disciplinary fragmentation. However, contradictions and limitations were also identified, such as weaknesses in teacher training, institutional difficulties, curricular restrictions, and insufficient mastery of scientific content. Regarding well-being and engagement, it was observed that these dimensions emerge when pedagogical practices consider the integrality of the subjects, promote belonging, and value cultural and community experiences. It is concluded that working with medicinal plants, from an interdisciplinary and dialogical perspective, constitutes a powerful strategy to strengthen Science Education, contribute to the critical formation of students, and promote educational practices committed to humanization and social justice.